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Scheme of Work – Science stage 9

Scheme of Work – Science stage 9

Introduction

This document is a scheme of work created by Cambridge as a suggested plan of delivery for Cambridge Secondary 1 Science stage 9. Learning objectives for the stage have been grouped into topic areas or ‘Units’. These have then been arranged in a recommended teaching order but you are free to teach objectives in any order within a stage as your local requirements and resources dictate.

The scheme for Science has assumed a term length of 10 weeks, with three terms per stage and three units per term. An overview of the sequence, number and title of each unit for stage 9 can be seen in the table below.

The scheme has been based on the minimum length of a school year to allow flexibility. You should be able to add in more teaching time as necessary, to suit the pace of your learners and to fit the work comfortably into your own term times.

Scientific Enquiry learning objectives are recurring, appearing in every unit. Activities and resources are suggested against the objectives to illustrate possible methods of delivery.

There is no obligation to follow the published Cambridge Scheme of Work in order to deliver Cambridge Secondary 1. It has been created solely to provide an illustration of how delivery might be planned over the three stages.

A step-by-step guide to creating your own scheme of work and implementing Cambridge Secondary 1 in your school can be found in the Cambridge Secondary 1Teacher Guide available on the Cambridge Secondary 1 website. Blank templates are also available on the Cambridge Secondary 1 website for you to use if you wish.

Overview

Term 1

Term 2

Term 3

1A Unit 9.1 Photosynthesis and Plant Growth

2A Unit 9.4 Sexual Reproduction in Flowering Plants

3A Unit 9.7 Ecology

1B Unit 9.2 The Periodic Table and Preparing Salts

2B Unit 9.5 Reactivity and Rates of Reaction

3B Unit 9.8 Chemicals and Thermal Energy

1C Unit 9.3 Electrostatics and Electric Currents

2C Unit 9.6 Movements, Pressure and Density

3C Unit 9.9 The Energy Crisis and Human Influences

Scheme of Work – Science stage 9

Unit 1A: 9.1 Photosynthesis and Plant Growth

In this unit, pupils build on their previous knowledge of photosynthesis and water and the transport of water and minerals in flowering plants to develop their knowledge of

· The process of photosynthesis including the word equation.

· The importance of water and mineral salts to plant growth.

Scientific Enquiry work focuses on:

· Deciding whether to use evidence from first-hand experience or secondary sources.

· Using appropriate sampling techniques where required.

· Looking critically at sources of secondary data.

· Comparing results and methods used by others.

Recommended Vocabulary for this unit:

Photosynthesis chlorophyll chloroplasts control.

Framework Codes

Learning Objective

Activities

Resources

Comments

Time

9Bp1

9Bp2

Define and describe photosynthesis and use the word equation.

The importance of water and mineral salts to plant growth.

Review the work on photosynthesis and the transport of water and mineral salts in plants in stage 8.

Link to Stage 8 Unit 1A and Unit 2A.

60 min

9Bp1

9Ep4

9Ec2

Define and describe photosynthesis and use the word equation.

Select ideas and produce plans for testing based on previous knowledge, understanding and research.

Interpret results using scientific knowledge and understanding.

Discuss how to investigate the effect of light on growing plants.

Set up some quickly germinating seeds in advance, e.g. cress, and leave them in the dark to observe the effects. Some should be set up in the light as a comparison. Link the equation with transfer of energy along the food chain.

Sun →producer → consumer.

Cress seeds, petri dishes or shallow containers, filter paper or cotton wool.

60 min

9Bp1

Define and describe photosynthesis and use the word equation.

Construct the word equation for photosynthesis and explain it is an endothermic reaction because of the requirement for energy.

Light + Carbon dioxide +water → sugar + oxygen.

Sugars are converted to starch.

30min

9Bp1

9Eo3

Define and describe photosynthesis and use the word equation.

Make observations and measurements

Know the green parts of cells are called chloroplasts.

Compare pond weed and

onion skin cells under the microscope. Chloroplasts are identified.

Microscopes, onion, pond weed, slides and coverslips.

60min

Framework Codes

Learning Objective

Activities

Resources

Comments

Time

9Bp1

9Ec4

Define and describe photosynthesis and use the word equation.

Draw conclusions.

Know that carbon dioxide can enter and oxygen escape through stoma.

Leaf-peel techniques can be used to see stoma, possibly showing differences on upper and lower surfaces.

Suitable leaves include Tradescantia, Impatiens and beans. Clear nail varnish, microscope slides, microscopes.

60min

9Bp1

9Ep5

9Ep7

9Eo1

9Ec8

Define and describe photosynthesis and use the word equation.

Suggest and use preliminary work to decide how to carry out and investigation.

Decide which measurements and observations are necessary and what equipment to use.

Make sufficient observations and measurements to reduce error and make results more reliable.

Explain results using scientific knowledge and understanding.

Measure rates of photosynthesis by using the work on testing the formation of oxygen from pond weed (Stage 8 Unit 1A) to develop further investigations on the rate of production of oxygen e.g. by counting bubbles produced by pond weed, or the gas can be collected.

Elodea, gas collection apparatus (trough of water, filter funnel, test-tube).

Link to Stage 8 Unit 1A.

Link to Stage 9 Unit 2B.

60min

Framework Codes

Learning Objective

Activities

Resources

Comments

Time

9Bp2

9Ep6

Understand the importance of water and mineral salts to plant growth.

Decide whether to use evidence from first-hand experience or secondary sources.

Use secondary sources to explain why water is important to a plant.

Secondary sources.

30min

9Bp2

9Ep6

Understand the importance of water and mineral salts to plant growth.

Decide whether to use evidence from first-hand experience or secondary sources.

Investigate the effect of different nutrients on plant growth.

Students should appreciate the importance of the three essential elements, nitrogen, phosphorus and potassium.

Duckweed is grown in shallow dishes containing solutions with certain minerals omitted to observe the effects. A control should be included. Water should be prevented from leaving the containers by an oil film.

Secondary data should also used and a comparison with the primary data made.

80min

9Bp2

Understand the importance of water and mineral salts to plant growth.

Summarise the requirements for plant growth in the form of a diagram of a plant showing the intake and output of items by arrows and including the transport routes of xylem and phloem.

40min

Scheme of Work – Science stage 9

Unit 1B: 9.2 The Periodic table and Preparing Salts

In this unit, pupils build on their previous knowledge of the Periodic Table, particle theory and chemical reactions to develop their knowledge of

· The structure of an atom.

· The methods and discoveries of Rutherford and other scientists.

· The structures of the first twenty elements of the Periodic Table.

· Trends in groups and periods.

· Preparing some common salts by the reactions of metals or metal carbonates with acid.

· Writing word equations to describe reactions of metals or metal carbonates with acids.

Scientific Enquiry work focuses on:

· The importance of questions, evidence and explanations, using historical examples.

· Using explanations to make predictions and then evaluate these against evidence.

· Discussing the way that scientists work today and how they worked in the past, including reference to experimentation, evidence and creative thought.

· Deciding which apparatus to use and assess any hazards in the laboratory.

· Using a range of materials and equipment and control risks.

Recommended Vocabulary for this unit:

Nucleus proton neutron electron electronic shell (orbit) atomic (proton) number group period evidence prediction evaluation reactants products carbonates sulfates nitrates chlorides neutralization filtration crystallization evaporation.

Framework Codes

Learning Objective

Activities

Resources

Comments

Time

9Cp2

Compare the structures of the first twenty elements of the Periodic Table.

Revise the symbols for the first twenty elements.

Each group of students can make a poster of the structure of a chosen element.

30min

9Cp2

Compare the structures of the first twenty elements of the Periodic Table